Achievement Goal Profiles among Adolescent Males and Females

Autor/inn/en	Litalien, David; Morin, Alexandre J. S.; McInerney, Dennis M.
Titel	Achievement Goal Profiles among Adolescent Males and Females
Quelle	In: Developmental Psychology, 53 (2017) 4, S.731-751 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000288
Schlagwörter	Adolescents; Gender Differences; Goal Orientation; Achievement; Social Influences; Student Motivation; Academic Achievement; Longitudinal Studies; Predictor Variables; High School Students; Foreign Countries; Student Characteristics; Statistical Analysis; Questionnaires; Profiles; Hong Kong + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geschlechterkonflikt; Zielorientierung; Zielvorstellung; Performance; Leistung; Sozialer Einfluss; Schulische Motivation; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Statistische Analyse; Fragebogen; Charakterisierung; Profilanalyse; Hongkong
Abstract	Achievement goal theory has long been a dominant model in the study of student motivation. However, a relatively small number of researchers have investigated gender differences in achievement goals or have considered the possible role that social and extrinsic goals may play in student academic motivation. Adopting a person-centered multiple goals perspective based on personal investment theory, this longitudinal study investigated whether males and females shared similar goal profiles, and whether the predictors (facilitating conditions) and outcomes (learning processes, task perseverance, and future aspirations) of these profiles were equivalent across genders. Profiles were extracted from 8 types of academic goals, based on a large sample of Hong Kong high school students (N = 7,848). Findings revealed 5 distinctive profiles for both males and females. Although the relative size of these profiles differed across samples of male and female students, the results show that 4 of these profiles were mostly equivalent across genders. Predictors of membership into these profiles were also equivalent across genders, whereas their relative outcomes were specific to gender. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01